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THE ^ - Z''^^'^^ ^cl. J^.'P.Zl 

BLACK BOARD ' 

1 

IN THE 

PRIMARY SCHOOL. 

A MANUAL FOR TEACHERS, 



ILLUSTRATE SOME VALUABLE METHODS OF INTERESTING AND 
INSTRUCTING YOUNG CHILDREN. 



BY THE AUTHOR OF 



My Little Primer,' ' My First School-Book,' and 
' Spelling and Tiiinking Combined.' 






BOSTON: 

PERKINS ^ MARVIN. 

1841. 



,^^^ 



v^"*' 



Entered according to Act of Congress, in the year 1841, 

By Perkins & Marvin, 

In the Clerk's Office of the District Court of the District of 

Massachusetts. 



Jj S ^i ^ 



TO 
THE PRIMARY SCHOOL TEACHERS 

OF 

BOSTON, 

THIS MANUAL, 

IS WITH MUCH REGARD DEDICATED BY 

THE AUTHOR. 



PREFACE. 



Although the black board for the pri- 
mary school is strongly recommended in 
many works on education, yet none of them 
furnish examples and illustrations showing 
in detail the methods of using it. It has 
been thought that a manual, prepared with 
reference to this deficiency, would be ac- 
ceptable to teachers. As such the follow- 
ing pages are offered, believing that they 
will prove to be an aid in making the black 
board what it was designed to be — a lumi- 
nous object in the school. 



BLACK BOARD REQUISITES. 



The board should be as large as existing 
liberality will permit — the larger, the better. 

In smoothness and softness it should resemble 
as nearly as possible a good slate. The paint 
should be so prepared that there will be no gloss. 

The brass holders , for the crayon or chalk, 
which are to be found at the stores, are good 
in many respects, and especially in that of their 
requiring the same position of the fingers as in 
holding a pen. 

The pointing stick should be a suitable one, 
and used only for this particular purpose. 

A rubber J of cloth, wash-leather, or sponge, 
should always be at hand. 



vu 



The following is an extract from an aiticle in the Cojnmon 
School Journal, which we know to have been written by one 
who has the reputation of being an able and experienced 
teacher. 

ON THE USE OF THE BLACK-BOARD. 

Mr. Editor. — Will you give me a little corner in your 
truly estimable journal, to say a word in behalf of that 
very simple and incomparably valuable, though much- 
neglected appendage of the school-room, the black-board'? 
I am inclined to think its value, as an accompaniment of 
the school-room, is little known. 1 have been in several 
schools, this winter, and heard from many others, and in 
only one have I learned that any considerable use is made 
of it. This winter, while on a visit to one of the central 
towns in Middlesex County, I put the question to the 
clergyman, one of the school committee, whether their 
schools were furnished with black-boards? "No," he 
replied ; " it is of no use to get them. If we had black- 
boards, we have no teachers that can use them to advan- 
tage." I was at once astonished and mortified at such 
an announcement. 

" Schools without black-boards, and without teachers 
that can use them ! I should feel in the school-room, 
without the black-board, as though the last plank had 
been taken from under me!" exclaimed I. 

I am no theorist, Mr. Editor, but a plain working-man, 
who, from necessity, or inclination, or both, or some 
other cause, have been made familiar with tlie scenes, 
trials, wants, modes, and expedients of the school-room, 
for many years. I speak from long experience, when I 
testify to the utilities of this siujple, homely piece of 
school furniture. I would call the attention of my 
worthy coadjutors in education, throughout the Com- 
monwealth, members of school committees and teachers, 



VIU 

to its merits. For children and teachers' sake, for 
learning's sake, for humanity's sake, would that I could 
place one of them in every school in our State ! 

The inventor or introducer of the black-board system 
deserves to be ranked among the best contributors to 
learning and science, if not among the greatest benefac- 
tors of mankind ; and so he will be regarded by all who 
know its merits, and are familiar with school-room trials. 

Let every town put in each of its school-houses, next 
summer, a good black-board, and a good teacher, " ivho 
can use i7;" and the effect will be about the same as 
doubling the number of teachers and school hours, in 
that town, or adding a hundred per cent, to the school 
tax, and all the effective means of education which they 
possess. *- * * * 

There is no school in which it is more useful than in 
infantile and primary schools. In no way can a teacher 
of such schools entertain and profit her pupils more than 
by the black-board, — marking, drawing, and explaining, 
herself, and allowing and teaching her pupils to mark 
and draw the same things. Give them certain forms or 
letters to imitate, and they will entertain and teach them- 
selves by the half hour together; which is far better than 
pinching each other, pulling hair, or doing mischief. * 

* * * I am sure that not only is the black-board of 
great utility, but that in the school-room there is no sub- 
stitute for it. * * * 

I would engage to pay for every black-board in- 
troduced into our district schools, which, judiciously 
used, does not almost work miracles. 



THE 

IN 

THE PRIMARY SCHOOL. 



ARITHMETIC 



The teacher J after making a single mark on 
the hoards thus, 

. . I 

inquires, 

How many marks have I made ? 
Adding another mark, 

il 

How many marks have I made ? 
Adding the brace and fgure, and pointi7ig to 
the latter, 

i u 

What is that figm-e ? 
How many ones are there in two ? 
2 



THE BLACK BOARD. 



Which is the most, one or two ? 
Which is the least, one or two ? 
How much more is two than one ? 
What is one half of two ? 
What is twice one ? 

After rubbing off the brace aiid figure, and add- 
ing another mark, 

ill 

How many marks have I made ? 

Adding the brace and figure, and pointing to 
the latter, \ 

III 



3 

What is that figure ? 
How many ones in three ? 
Which is the most, two or three ? 
Which is the least, two or three ? 
How much more is three than two ? 
How much more is three than one ? 



What two numbers will make three ? 



ARITHMETIC. 



After rubbing off the br^ace and figure^ and 
making another markj 

nil 

How many marks have I made ? 
Adding the figure ^ ^c. 

IN! 



4 

What is that figure ? 
How many ones in four ? 
Which is the most, three or four ? 
Which is the least, three or four ? 
How much more is four than three ? 
How much more is four than two ? 
How much more is four than one ? 
What is one half of four ? 



How many twos in four ? 

What two numbers will make four ? 

What other two numbers will make four ? 



THE BLACK BOARD. 



mil 



5 



How many marks have I made ? ^ 
What is that figure ? 
How many ones in ^ve ? 
Which is the most, four or five ? 
Which is the least, four or ^ve ? 
How much more is five than four ? 

than three ? 

than two ? 

than one ? 



What two numbers will make five ? 
What other two numbers will make five ? 
What three numbers will make five ? 



* This question should be put and answered before the figure 
is written. So in all subsequent exercises. 



ARITHMETIC. 




How many marks ? 
What figure is that ? 
How many ones in six ? 
Which is the most, five or six ? 
Which is the least, five or six ? 
How much more is six than five ? 

than four ? 

than three ? 

than two ? 

than one ? 



How many threes in six ? 

How many twos in six ? 

What is one half of six ? 

What two numbers will make six ? 

What other two ? 

Again, what other two ? 

What three numbers will make six ? 

What other three ? 



10 THE BLACK BOARD. 



Mill M 



How many marks ? 
What figure is that ? 
How many ones in seven ? 
Which is the most, six or seven ? 
Which is the least, six or seven ? 
How much more is seven than six ? 

than five ? 

than four ? 

than three ? 

than two ? 

than one ? 



What two numbers will make seven ? 
What other two numbers will make seven ? 
Again, what other two ? 
What three numbers will make seven ? 
What other three ? 



ARITHMETIC. H 



Mill III 

V / 

V 

8 

How many marks ? 

What figure is that ? 

How many ones in eight ? 

Which is the most, seven or eight ? 

Which is the least, seven or eight ? 

How much more is eight than seven ? 

than six ? 

than five ? 

than four ? 

than three ? 

than two ? 

than one ? 



How many fours in eight ? 

How many twos in eight ? 

What is one half of eight ? 

What is one quarter of eight ? 

What two numbers will make eight ? 

What other two ? 

Again, what other two ? 

What three numbers will make eight ? 

What other three ? 

Again, what other three ? 



12 THE BLACK BOARD. 



Mill nil 



■>r- 



How many marks ? 
What figure is that ? 
How many ones in nine ? 
Which is the most, eight or nine ? 
Which is the least, eight or nine ? 
How much more is nine than eight ? 

than seven ? 

than six ? 

than five ? 

than four ? 

than three ? 

than two ? 

than one ? 



How many threes in nine ? 

W^hat two numbers will make nine ? 

What other two ? 

Again, what other two ? 

What three numbers will make nine ? 

What other three ? 

Again, what other three ? 



ARITHMETIC. 13 



mil Mill 



10 

How many marks ? 
What number is that ? 
How many ones in ten ? 
Which is the most, nine or ten ? 
Which is the least, nine or ten ? 
How much more is ten than nine ? 

than eight ? 

than seven ? 

than six ? 

than five ? 

than four ? 

than three ? 

than two ? 



How many twos in ten ? 
What is half of ten ? 
How many fives in ten ? 
What two numbers will make ten ? 
What other two ? 
Again, what other two ? 
What three numbers will make ten ? 
What other three ? 
Again, what other three ? 
3 



14 THE BLACK BOARD. 



iiiii mil I 



11 



How many marks ? 
What is the number ? 
How many ones in eleven ? 
Which is the most, ten or eleven ? 
Which is the least, ten or eleven ? 
How much more is eleven than nine ? 

than eight ? 

than six ? 

than five ? 

than three ? 

than one ? 



What two numbers will make eleven ? 

What other two ? 

Again, what other two ? 

What three numbers will make eleven ? 

What other three ? 

How many fives in eleven ? 

(Ans. TtvoJiveSj and one over.) 



I 



ARITHMETIC. 15 



Mill Mill 11 



12 

How many marks ? 

What is the number ? 

How many ones in twelve ? 

Which is the most, eleven or twelve ? 

Which is the least, eleven or twelve ? 

How much more is twelve than ten ? 

than eight ? 

than six ? 

than four ? 

than two ? 



How many sixes in twelve f 

How many threes in twelve ? 

How many fours in tAvelve ? 

How many twos in twelve ^ 

What is half of twelve ? 

What is quarter of twelve ? 

What two numbers will make twelve ? 

What other two ? 

Again, what other two ? 

What three numbers will make twelve ? 

What other three ? 

How many fives in twelve ? 



16 THE BLACK BOARD. 



IIIM mil III 



V 

13 

How many marks ? 

What is that mimber ? 

How many ones in thirteen ? 

Which is the most, twelve or thirteen ? 

Which is the least, twelve or thirteen ? 

How much more is thirteen than twelve ? 

than ten ? 

than eight ? 

than six ? 

than three ? 



What two numbers are equal to thirteen ? 

What other two ? 

Again, what other two ? 

What three numbers are equal to thirteen ? 

What other three ? 

How many fives in thirteen ? 



ARITHMETIC. 17 



Mill mil nil 



14 



How many marks ? 

What is that number ? 

How many ones in fourteen ? 

Which is the most, twelve or fourteen ? 

Which is the least, thirteen or fourteen ? 

How much more is fourteen than twelve ? 

than ten ? 

than eight ? 

than seven ? 



What number is half of fourteen ? 

How many sevens in fourteen ? 

How many twos in fourteen ? 

What two numbers are equal to fourteen ? 

What other two ? 

Again, what other two ? 

What three numbers are equal to fourteen ? 

What other three ? 

How many fives in fourteen ? 



18 THE BLACK BOARD. 

IMIi iini liiil 



15 



How many marks ? 

What number is this ? 

How many ones in fifteen ? 

Which is the most, fourteen or fifteen ? 

Which is the least, twelve or fifteen ? 

How much more is fifteen than fourteen ? 

than twelve ? 

than ten ? 

than five ? 



How many fives in fifteen ? 

How many threes in fifteen ? 

What two numbers are equal to fifteen ? 

What other two ? 

Again, what other two ? 

What three numbers are equal to fifteen ? 

What other three ? 



ARITHMETIC. 19 



mil mil UNI I 



16 



How many marks ? 

What number is that ? 

How many ones in sixteen ? 

Which is the most, fifteen or sixteen ? 

Which is the least, fom'teen or sixteen ? 

How much more is sixteen than fourteen ? 

than twelve ? 

than ten ? 

than eight ? 



What number is half of sixteen ? 

What number is quarter of sixteen ? 

How many eights in sixteen ? 

How many fours ? 

How many twos ? 

What two numbers are equal to sixteen ? 

What other two ? 

Again, what other two ? 

What three numbers are equal to sixteen ? 

What other three ? 

How many fives in sixteen ? 



20 THE BLACK BOARD. 

(Mil Mill mil Ij 

rr 

How many marks ? 

What number ? 

How many ones in seventeen ? 

Which is the most, sixteen or seventeen ? 

Which is the least, fifteen or seventeen ? 

How much more is seventeen than fifteen ? 

than fourteen ? 

than ten ? 

than seven ? 



What two numbers are equal to seventeen ? 

What other two ? 

What other two ? 

What three numbers ? 

How many fives in seventeen ? 



ARITHMETIC. 21 



lllil mil Mill III 



18 



How many marks ? 

What number is that ? 

How many ones in eighteen ? 

Which is the most, seventeen or eighteen ? 

Which is the least, fifteen or eighteen ? 

How much more is eighteen than sixteen ? 

than fifteen ? 

than twelve ? 

than ten ? 

than nine ? 

than six ? 



What is half of eighteen ? 
How many nines in eighteen ? 
How many sixes ? 
How many threes ? 
How many twos ? 
How many fives ? 

What two rmmbers are equal to eighteen ? 
What other two numbers ? 
What three numbers ? 
What other three ? 
4 



22 THE BLACK BOARD. 



Illli Mill Mill MM 

^ ^ ' 

19 



How many marks ? 

What number is this ? 

How many ones in nineteen ? 

Which is the most, seventeen or nineteen ? 

Which is the least, eighteen or nineteen ? 

How much more is nineteen than sixteen ? 

than fifteen ? 

than ten ? 

than five ? 



How many fives in nineteen ? 

What two numbers are equal to nineteen ? 

What other two ? 

What three numbers ? 

What other three ? 



ARITHMETIC. 23 



Mill Mill Mill Mill 

•s , ^ 

20 

How many marks ? 

What number is that ? 

How many ones in twenty ? 

How much more is twenty than eighteen ? 

than fifteen ? 

than ten ? 

than five ? 



What number is half of twenty ? 

What number is quarter of twenty ? 

How many tens in twenty ? 

How many fives ? 

How many fours ? 

How many twos ? 

What two numbers are equal to twenty ? 

What other two ? 

Again, what other two ? 

What three numbers ? 

What other three ? 



24 THE BLACK BOARD. 



Illll mil Mill Mill MM 




24 




How many marks ? 






What number ? 






How many ones in 


twenty- 


•four ? 


How much more is 


twenty- 


■four than twenty ? 
than eighteen ? 
than fifteen ? 
than fourteen ? 
than ten ? 
than four ? 



What number is half of twenty-four ? 

What number is quarter of twenty-four ? 

How many twelves in twenty-four ? 

How many eights ? 

How many sixes ? 

How many fours ? 

How many threes ? 

How many twos ? 

How many fives ? 

What two numbers are equal to twenty-four ? 

What other two ? 

What three numbers ? 

What other three ? 



ARITHMETIC. 25 



Mill lllll Mill Mill Mill 

25 

How many marks ? 

What number is that ? 

How many ones in twenty-five ? 

How much more is twenty-five than twenty ? 

than fifteen ? 

than ten ? 

than five ? 



How many fives in twenty-five ? 

What two numbers are equal to twenty-five ? 

What other two ? 

Again, what other two ? 

What three numbers are equal to twenty-five ? 

What other three ? 



26 THE BLACK BOARD. 

mil mil nil! iiiii mim 
mil , 

30 

How many marks ? 

What number ? 

How much more is thirty than twenty-five ? 

than twenty ? 

than fifteen ? 

than ten ? 

than five ? 



What number is one half of thirty ? 

How many tens in thirty ? 

How many sixes in thirty ? 

How many fives ? 

How many threes ? 

How many twos ? 

What two numbers are equal to thirty ? 

What other two ? 

What three numbers ? 

What other three ? 



ARITHMETIC. 27 



IMM Mill Mill Mill Mill 
Mill Mill _, 

35 

How many marks ? 

What nmnber is this ? 

How many ones in thirty-five ? 

How much more is thirty-five than thirty ? 

than twenty-five ? 

than twenty ? 



How many fives in thirty-five ? 

How many sevens in thirty-five ? 

What two numbers are equal to thirty-five ? 

What other two ? 

What three numbers are equal to thirty-five ? 

What other three ? 



28 THE BLACK BOARD. 



IIMI Hill Mill mil Mill 


HIM Mill 1 


J 


36 




How many marks ? 




What number ? 




How many ones in thirty-six 


■ p 


How much more is thirty-six 


: than thirty ? 




than twenty-six ? 




than twenty-four? 




than eighteen ? 




than twelve ? 



What number is half of thirty-six ? 

What number is quarter of thirty-six ? 

How many twelves in thirty-six ? 

How many nines ? 

How many sixes t 

How many fours ? 

How many threes ? 

How many twos ? 

How many fives ? 

What two numbers are equal to thirty-six ? 

What other two ? 

What three numbers are equal to thirty-six ? 

What other three ? 



ARITHMETIC. 29 



Mill Mill Mill Mill Mill 
Mill Mill Mill , 

40 

How many marks ? 

What number is that ? 

How many ones in forty ? 

How much more is forty than thirty-five ? 

than thirty ? 

than twenty ? 

than ten ? 



What number is half of forty ? 
What number is quarter of forty ? 
What number is three quarters of forty ? 
How many tens in forty ? 
How many eights ? 
How many fives ? 
How many fours ? 
How many twos ? 

What two numbers are equal to forty ? 
What two others ? 

What three numbers are equal to forty ? 
What three others ? 
4 



30 THE BLACK BOARD. 

mil Mill Mill Mill Mill 

H IM Mill M ill HIM HIM 

> ^ ' 

50 

How many marks ? 

What number is this ? 

How many ones in fifty ? 

How much more is fifty than forty ? 

than thirty ? 

than twenty-five ? 

than twenty ? 

than ten ? 



What is half of fifty ? 

How many twenty-fives in fifty ? 

How many tens ? 

How many fives ? 

How many twos ? 

What two numbers are equal to fifty ? 

What other two ? 

What three numbers are equal to fifty ? 

What other three ? 



AB 


LITHMETIC. 31 


iiifi Mill mil Hill iiiii 

Mill Mill lllli IIIM HIM 
Mill IIIII 


60 

How many marks ? 

What number is that ? 

How many ones in sixty ? 

How much more is sixty than fifty ? 

than forty ? 

than thirty ? 

than twenty ? 

than ten ? 



What number is half of sixty ? 

What number is quarter of sixty ? 

How many thirties in sixty ? 

How many twenties ? 

How many tens ? 

How many fives ? 

How many twos ? 

What two numbers are equal to sixty .'' 

What other two ? 

What three numbers are equal to sixty ? 

What other three ? 



32 THE BLACK BOARD. 



lilll mil Mill Mill lllil 

Mill Mill lllil Mill Mill 
Mill Mill Mill Mill 







■ V 

70 




How 


many marks ? 






What number ? 






How 


many ones in seventy 


} 


How 


much more is 


seventy 


than sixty ? 
than fifty ? 
than forty ? 
than thirty ? 
than twenty ? 
than ten ? 



What number is half of seventy ? 

HoAV many tens in seventy ? 

How many fives ? 

How many twos ? 

What two numbers are equal to seventy ? 

What other two ? 

What three numbers are equal to seventy ? 

What other three ? 





ARITHMETIC. 


33 


Mill 


Mill 


lllil 


Mill Mill 


Mill 


Mill 


Mill 


Mill 


Mill 


Mill 


Mill 


Mill 

■ "V 

75 


Mill 


Mill 


How many 


marks ? 








What is that number ? 






How many 


ones in 


seventy- 


five? 




How much 


more is i 


seventy-i 


ive than 


seventy ? 








than fifty ? 








than twenty-five ? 



How many twenty-fives in seventy-five ? 

How many fives in seventy-five ? 

What two numbers are equal to seventy-five ? 

What other two ? 

What three numbers are equal to seventy-five ? 

What other three ? 



34 THE BLACK BOARD. 



Illll Mill Mill Mill 


Illll 


Mill Illll Mill 


Mill 


Mill 


Mill Illll Illll 


IMII 


Illll 


Illll 




J 


V ■ 

80 






How many marks ? 






What is that number ? 






How many ones in eighty 


• ? 




How much more is eighty 


' than seventy ? 




than sixty ? 




than fifty ? 




than forty ? 




than thirty ? 



What is one half of eighty ? 

What is one quarter of eighty ? 

How many forties in eighty ? 

How many twenties ? 

How many tens ? 

How many fives ? 

What two numbers are equal to eighty ? 

What other two ? 

What three numbers are equal to eighty ? 

What other three ? 



ARITHMETIC. 



mil Mill mil liiii iiiii 

Mill IIIII IIIII IIIII lllll 

IIIII IIIII IIIII IIIII IIIII 

IIIII IIIII Mill 

90 

How many marks ? 

What number ? 

How many ones in ninety ? 

How much more is ninety than eighty ? 

than seventy ? 

than sixty ? 

than forty ? 



How many thirties in ninety ? 

How many tens in ninety ? 

How many fives in ninety ? 

What is one half of ninety ? 

What two numbers are equal to ninety ? 

What other two ? 

What three numbers are equal to ninety ? 

What other three ? 



36 THE BLACK BOARD. 



ilill Mill Mill lllll lllll 
nil! lllll lllll lllll Mill 
lllll lllll lllll lllll lllll 

lllll lllll lllll lllll MM] 

V _ V 

100 

How many marks ? 

What is that nmnber ? 

How many ones in one hundred ? 

How much more is one hundred than ninety ? 

than eighty ? 

than seventy ? 

than sixty ? 

than fifty ? 



What is one half of a hundred ? 

One quarter ? 

How many fifties in a hundred ? 

How many twenty-fives ? 

How many tens ? 

How many fives ? 

What two numbers added together make a 

hundred ? 
What other two ? 
What three numbers ? 



ARITHMETIC. 



Sir 



1 

2 
3 
4 


11 

12 

13 

_ 

14 


21 
22 

23 



24 


31 
32 
33 
34 


41 
42 
43 

44 


51 
52 
53 
54 


61 


71 


81 


91 


62 


72 


82 


92 


63 



64 


73 
74 


83 
84 


93 
94 


5 


15 


25 


35 


45 


55 


65 


75 


85 


95 


6 


16 


26 


36 


46 


56 


66 


76 


86 


96 


7 


17 


27 


37 


47 


57 


67 

68 


77 


87 


97 


8 
9 


18 
19 


28 


38 


48 


58 


78 


88 


98 


29 


39 


49 


59 
60 


69 
70 


79 

80 


89 
90 


99 

100 


10 


20 


30 


40 


50 



The above may be executed on the board by 
the teacher. Or, by the scholars of a class, each 
in rotation making a number. 

As the teacher points, the scholars pronounce 
the number. 

Take the numbers in their regular order. 

Take them across the board from left to right. 

Take them from right to left. 

Take them from bottom to top. 

Take them at random. 

With two pointers, two numbers may be 
pointed at simultaneously, and the largest or the 
smallest required — or the difference. 
6 



38 



THE BLACK BOARD. 



Divide the board into squares. Then call 
upon the scholars to name any number from one 
to twelve, telling them that you will write 
twice that number on the board. Having filled 
the squares, for instance, thus, 



4 


12 


6 


10 


2 


8 


16 


20 


18 


14 


24 


22 


6 


10 


12 


4 



point to any number, and ask, 
What is half of that number ? 



or. 



How many twos in that number ? 



ARITHMETIC. 



39 



Divide the board into squares. Then call 
upon the scholars to name any number from one 
to twelve, telling them that you will write three 
times that number on the board. Havmg filled 
the squares, for instancej thus, 



9 


36 


27 


3 


12 


15 33 


30 


18 


21 


6 


24 


3 


33 


9 


12 



point to any number, and ask, 
What is that three times of ? 



or, 



How many threes in that mnnber ? 



Have the same kind of exercise, multiplying 



by four, 
ten. 



Another, by five ; and so on, up to 



40 



THE BLACK BOARD. 



Divide the board into squares. Then call 
upon the scholars to name any number from one 
to one hundred, telling them that you will put 
it down with the addition of three. The 
squares being filled, for instance, thus, 



58 


4 


28 


63 


73 


81 


49 

50 


27 
31 
23 
79 


8 6 


81 


« 


76 


99 


44 


56 






point to the numbers and ask, 

What number is three less than — ? 



Have the same kind of exercise with the 
addition of other numbers up to ten. 



ARITHMETIC. 



41 



Divide the board into squares. Call upon the 
scholars to mention any number which is less 
than twenty-five. Let the teacher insert the 
number which is the difference between that 
mentioned and twenty-five. The squares being 
filled out, for instance, thus, 



3 
2 


20 


6 


8 


10 
9 


4 


18 


15 


23 


1 


5 


11 


13 

1 

7 
22 


19 


21 


14 


12 


10 


16 


24 


17 



point to the squares, and inquire, 



What number is necessary to make up 
twenty-five ? 



42 



THE BLACK BOARD. 



Divide the board into squares. Call upon the 
scholars to mention any number which is less 
than fifty. Let the teacher insert the number 
which is the diiTerence between that mentioned 
and fifty. The squares being filled out, for || 
instance, thus. 



35 


15 


18 


36 


6 


4 


25 


40 


10 


7 


8 


12 


47 


11 


2 


29 


30 


44 
16 


28 
9 


32 

46 


19 


27 



point to the squares and inquire, 

What number is necessary to make up fifty ? 



Have the same kind of exercise, using num- 
bers up to a hundred. 



ARITHMETIC. 



43 



A class being seated before a black board, the 
first scholar goes to it and writes in the left 
hand upper square any number that is under 
ten ; the next scholar goes and writes in the 
square on the right the number which the addi- 
tion of three will make. And so on through 
the class, each scholar adding three to the num- 
ber of the preceding, thus, 



3 

18 


6 
21 


9 

24 


12 

27 


15 
30 



Have the same kind of exercise as the preced- 
ing, only adding other numbers. 



Let the first scholar write any number from 
ninety to a hundred. The next, write seven 
less, &c., thus, 



95 


88 


81 


74 


67 


60 


53 


46 


39 


32 



44 



THE BLACK BOARD. 



A class, say of six scholars, being before the 
black board, divide it into squares, so as to have 
six across. Let the first scholar write a number 
in the left hand i^pper square ; let the second 
scholar write in the next square the same num- 
ber increased by two ; let the third scholar add 
three to the number of the second scholar, and 
fill out the third squcire, and so on. Thus each 
scholar after the first, adds the number of his 
place to the preceding number. 



5 


7 


10 


14 


19 


25 


7 


9 


12 


16 


21 


27 


9 


11 


14 


18 


2.3 


29 


13 


15 


18 


22 


27 


33 



Let the scholars put down any number of 
which they can tell how much the half is. Fill 
the board in this way. Then point and require 
them to mention the half. 

Let them put down any number of which 
they can tiell how much its quarter is. 

Or, of which they can tell how many threes 
there are in it — fives — tens. 



ARITHMETIC. 45 



Think of a number that is less than ten for 
me to write in one corner of the board. Another 
for this corner. Another. Another. 




Give the amount of the four cornerSj to be 
put in the centre. 

How much are five and eight ? Five and 
nine ? Five and three ? Eight and three ? 
Eight and nine ? 

Difference between five and eight ? Between 
five and nine ? Five and three ? Eight and 
nine ? Eight and three ? 

Five from twenty-five leaves how much ? 

Eight from twenty-five ? 

Nine from twenty-five ? 

Three from twenty-five ? 

How many fives in twenty-five ? 

How many tens ? 

How many twenty-fives in a hundred ? 



Divide the board into squares of four across, 
and as many, perpendicularly, as the board will 
admit. Write in the left hand column of squares 
numbers within a given range. Require the 

7 



46 



THE BLACK BOARD. 



scholars to fill the three adjoining squares with 
numbers which added together are equal to the 
number in the left hand square. 



18 
31 
45 
60 
71 


4 


8 


6 


20 


10 


1 


5 

1 


15 


25 


30 


20 


10 


50 


10 


11 











Squares three across. Fill the centre tier 
with numbers. Call for numbers which are 
seven less for insertion in the left hand tier; 
and those of seven more for the right hand. 



11 


18 


25 


28 


35 


42 


8 


15 


22 


21 


28 


35 


47 


54 1 
i 


61 



1 



ARITHMETIC. 



47 



Write the figures one to ten in a column, and 
connect them with a brace. Write the word 
times on the left, and precede it with any figure 
from one to ten. If five is inserted, require the 
scholars to read thus : Five times one, five 



times two, &c., 



and to insert on the right the 



suitable numbers. 



5 times < 



1 are 5. 

2 — 10. 

3 — 15. 

4 — 20. 

5 — 25. 

6 — 30. 

7 — 35. 

8 — 40. 

9 — 45. 

10 - 50. 



48 TFTE BLACK BOARD. 



NUMERAL. LETTERS 



Make Y in the centre of the board, and ask, 
What does that stand for ? Add an I, so as to 
make VI. What does that stand for? Add another 
I and there is VII ; add another I and there is 
VIII ; add an X on the left and there is XVIII ; 
add another X and there is XXVIII ; add 
another X and there is XXXVIII ; add L and 
there is LXXXVIII ; add C and there is 
CLXXXVIII; add another C and there is 
CCLXXXVIII ; add another C and there is 
CCCLXXXVIII ; add another C and there is 
CCCCLXXXVIII ; add D and there is DCCCC 
LXXXVIII; add M and there is MDCCCC 
LXXXVIII. At each change inquire, What 
does that stand for ? 

Make V ; add I on the left, and there is IV ; 
rub out the I, and put it on the other side, and 
there is VI. 

Make X ; add I on the left, and there is IX ; 
change the place of the I and there is XI ; add 



NUMERAL LETTERS. 49 

V and there is XIV ; rub out the V and put an 
X and there is XIX ; add an L and there is 
LXIX. 

Make L ; prefix an X and there is XL ; 
change the L and there is LX. 

Make C ; prefix an X and there is XC ; 
change the X and there is CX. 

Two classes may be exercised thus ; a scholar 
from one goes and writes the figures of any 
number he pleases. A scholar from the other 
goes and puts down the numeral letters which 
represent that number. 



50 THE BLACK BOARD. 



READING AND SPELLING 



Instead of confining the youngest scholars to 
the printed page, it is earnestly recommended 
to teachers, that they frequently take six or 
eight of them at a time before the black board. 

Let the teacher make in the printed character 
three or four words, thus, 

man 
boy girl 

and then in a kind, familiar way, assist the little 
learners in acquiring the ability to read them ; 
or, what is the same thing, an ability to connect 
thought and sound with the printed form as 
well as with the living object. 

This being accomplished, add another word. 

man 

boy girl 

head 



READING AND SPELLING. 51 

l^hen another. 

man 

boy eye gii'l 

head 

Add, and repeat, thus, 

girl head boy 

man 
b oy eye girl 

head 
man nose eye 

Let the scholars in rotation have the pointing 
stick, and with it read the words they know. 



52 THE BLACK BOARD. 

PCS^' The idea that a word speaks is pleasant 
to the little learner. ' What does that say ? ' 
' That saySj boy.' ' That says, girl.' 

After several whole words are completely 
mastered in this way, a beginning may be made 
with the names of the letters. 

P3^ In spelling from the board it will be 
found pleasing and profitable to incorporate a 
little bodily action into the exercise. For 
instance, the teacher points to the word 7/ia», 
and they all pronounce it. The teacher says, 
' Spell it,' and on her pointing to m^ they give 
the name, at the same time putting the ends of 
the fingers of the right hand into the hollow of 
the left hand ; and so with each of the other 
letters ; after which, on pronouncing the word, 
let them bring the palms of the hands together 
with a single siniultaneous report! 

To make them attentive and accurate, some- 
times go back before pointing to the last letter, 
thus, m-a-m-a-n, man ! 

When the words of a lesson consist of the 
names of parts of the body, as head, eye, mouth, 
leg, &c., at the pronunciation which occurs 
before spelling, let the children put the hand or 
finger upon these objects, and then at the 
naming of the letters proceed as before. 



READING AND SPELLING. SJ^ 

Sometimes write on the board from the dic- 
tation of the scholars, thus, 

On telhng them you wish to write hoij, ask, 
What is the first letter ? Having put that down, 
What is the next ? &c.* 

Sometimes, purposely make a wrong letter, 
and see if they will detect it. Ask them, Is 
that right ? What letter is it ? 

Let the scholars, as soon as they are willing 
to try, see what they themselves can do with 
the chalk and board. And the sooner they 
become able to make a few letters, the more 
rapid will be their progress. 



POSITIONS OF THE ORGANS OF SPEECH, AND 
KINDS OF SOUND. 

Children will be interested and benefited by 
having their attention directed to the various 
positions of the mouth, tongue, (fcc, in uttering 
the letters, and to the different kinds of sound 



* " [ assemble those about tne who are unable to write, and 
make them dictate to me, and see me write, and let them in- 
struct me how to spell and arrange the words." 

Mrs. Tticlijidd on School Instruction. 

8 



54 THE BLACK BOARD. 

produced. Write on the board several distinc- 
tionsj thus, 

Mouth open.^ 

Mouth closed.^ 

Tip of the tongue at the roof of the mouth.^ 

Nose sound. ^ 

Hissing sound.^ 

Lower lip against upper teeth..^ 

Throat sound.'^ 

Hard breathing or whispering.^ 

Gluivering sound. ^ 

Hushing sound. ^^ 

Lisping. ^^ 

Puckering the lips.^^ 

Point to the above, and call for letters and 
sounds. For further illustrations, see chapter on 
English Utterance, in ^Spelling and Thi7ikingJ 



1 a, e, i, 0, u, y. 


7 c, k, q, g. 


2 b, p, m. 


8 h, wh. 


3 d, t,l,n, g,j. 


9 r. 


4 ra, n. 


1° sh. 


^ c, s, z. 


" th. 


« f, V, ph. 


^'^ W-. 



READING AND SPELLING. 55 



ANALYZING THE SOUNDS OF WORDS. 

Sometimes when there is a collection of words 
on the board, let the teacher underscore all the 
vowels excepting those which are silent. Then 
on pointing to a word, let the scholars pronounce 
it, and immediately after, give its vowel sound 
or sounds ; that is, joronounce the word as far 
as it can be done without the consonants. 
Thus, if the words are house, portico, gate, 
door, threshold, step, arch, number, the vocal 
exercise will be, 

hoMse, ou threshold, e, 0. 

portfco, o, i, o. step, e. 

gate, a. arch, a. 

door, 00. manber, u, e. 

At another time take the consonants and leave 
the vowels, which will make the exercise like 
this : 

Aouse, h, s. threshold^ thr, sh, Id. 

^or^ico, p, r, t, c. step, st, p. 

^a^e, g, t. arcA, rch. 

c^oor, d, r. nuuiber, n, m^ b, r. 



56 THE BLACK BOARD. 

Take a sentence, thus, 

How bright the sun is ! 
Read the vowels, 

ow i e u i 

Or, the consonants, 

H br t th s n s 

A short daily exercise of this kind in a pri- 
mary school will be found of incomparable value 
in producing good readers. It gives a flexibility 
to the organs of speech, and produces a clear- 
ness, neatness, and accuracy of articulation 
which are unattainable in any other way. See 
the chapter on English Utterance, in ' Spelling 
and Thinki7iff.^ 



GYMNASTICS. 

Let the scholars sometimes put on the board 
the words used by the teacher in directing the 
simultaneous physical exercises of the school. 
For instance, 

stand turn 

sit stoop 



READING AND SPELLING. 57 

right hand up together 

left hand up left shoulder 

down right shoulder 

reach fold arms 

knuckles unfold 

palms fold behind 

and so forth ; which the teacher will use by 
pointing instead of speaking. 



CAPTIONS FOR THE BLACK BOARD. 

Print at the top of the board a general subject, 
thus, 

Parts of the body. 

Then let the scholars fill the board with as 
many suitable words as they can recollect. 

Other captions. — 

Parts of dress. 

Things used in making clothes. 

Work connected with dress. 

Parts of a house. 

Things to make a house with. 



58 THE BLACK BOARD. 

Things ill the parlor. 

Things in the kitchen. 

Things in the cellar. 

Things in the chamber. 

Things in the garret. 

Things on the breakfast table. 

Things on the dinner table. 

Things on the supper table. 

Work done in the kitchen. 

Any thing about bread. 

Vegetable food beside bread. 

Animal food. 

Any thing which grows on a tree. 

Any thing which grows on a bush. 

Any thing which grows on a vine. 

Any thing that smells good. 

Any thing about books. 

Any thing about writing. 

Any thing about our school. 

Any thing about the church. 

Any thing about a farm. 

A farmer's tools. 

Work done by farmers. 

Different trades. 

Things in a carpenter's shop. 

Things in a blacksmith's shop. 

Any thing which has a handle. 



READING AND SPELLING. 59 

Any thing that has legs. 

Any thing that has wheels. 

Any thing that has a lid or cover. 

All kinds of noises. 

Any thing that will burn. 

Any thing that will melt. 

White things. 

Black things. 

Red things. 

Green things. 

Great things. 

Little things. 

Heavy things. 

Light things. 

Hard things. 

Soft things. 

Round things. 

Square things. 

Bright things. 

Crooked things. 

Good things. 

Bad things. 

Days of the week. 

Months of the year. 

Names of Scholars, 

Names of streets. 



60 THE BLACK BOARD. 

Write at the top of the board the beginning 
of a sentence, and let the scholars write below 
words which will answer to complete it. 

A man can 

A dog can 

A horse can 

Birds can 

With our eyes we can 

With our mouth we can 

With our hands we can 

With our feet we can 

I must not 

I must be 

A pound of 

A quart of 

A peck of 

A bushel of 

A barrel of 

A hogshead of 

A yard of | 

A sample of 

A picture of 

A dozen 

A hundred 

Iron is used to make 

Gold is used to make 



I 



READING AND SPELLING. 61 

Silver is used to make 
Wood is used to make 
Glass is used for 
Leather is used for 
Salt is used for 
Cotton is used for 



He is a 


boy. 


She is a 


girl. 


That is a 


house. 


That is a 


thing. 



With what words can these blanks be filled ? 



WORDS ALIKE IN SOUND, &c. 

Dictate to the scholars sentences like the fol- 
lowing, they to write them on the board. Or, 
write yourself the sentence, leaving a blank for 
the italic word, and requiring them to give the 
proper spelling of it. 

A shoemaker's awl. 
They all said so. 
This is good bread. 
He is a well-bred boy. 
9 



62 THE BLACK BOARD. 

Who sent you there ? 
He gave me a cent. 
My dear mother. 
He ran like a deer. 



OPPOSITES. 

Write on the board a column of words, thus, 

kind quiet 

generous diligent 

modest peaceful 

beautiful grateful 

and require to be written against each its oppo- 
site in meaning. 



DIVIDING WORDS. 

Call the attention of scholars to the division 
of words in books, where a part of a word is at 
the end of one line, and the remainder at the 
beginning of the next. Let them know that 
some words must never be divided in this way ; 
and that those which may be divided, must 



READING AND SPELLING. 63 

have the separation made in a proper place. 
Give them words to divide on the board, thus. 



atten- 


sep- 


tion 


aration 


schol- 


begin- 


ars 


ning 


re- 


yester- 


mainder 


day 



THE APOSTROPHE. 

Dictate words which have the apostrophe, 
and let the scholars put them on the board, thus, 

Father's horse. What 's that ? 

Sister's bonnet. I '11 try. 

John's sled. Who 's there ? 



ABBREVIATIONS. 

Let one scholar write an abbreviation, and 
the next scholar write at the side the whole 
word, thus, 

P. O. Post-office. 

P. M. Post-master. 



64 THE BLACK BOARD. 

Hon. Honorable. 

Doct. Doctor. 

Gen. Genesis. 



INFLECTIONS. 

Let the teacher write in each of five or six 
diiferent places on the board, a primitive word, 
and require the scholars to add to each some of 
its derivatives. Thus for one place, the teacher 
having written Qiohle, the scholars may write 
nohly^ nobler^ noblest^ nobleness^ nobleman. 



MISPRONUNCIATIONS. 

Take one of the most common faults of the 
school in regard to pronunciation, and by putting 
on the board one or two of the words in which 
they make the fault, drill them daily until the 
error is rooted up. If, for instance, it is a gene- 
ral habit to leave off the g in the syllable ing^ 
take one day the word morning^ another day 
the word learning^ d^c. 



READING AND SPELLING. 65 



STOPS AND MARKS. 

Let them be made on the board, and then on 
their being pointed at, require the scholars to 
tell their names and uses. A scholar from one 
class might make the character, and then a 
scholar from another class make at its side the 
word. 



OUTLINES OF OBJECTS. 

After placing one of the following outlines at 
the top of the board, let the capacity of the 
children for thinking and spelling, be exercised 
in putting down as many of the names of 
objects, qualities, actions, uses, &c. &c. as they 
can bring to mind in connection with it. 

These outlines are taken, with permission, 
from a book entitled '' Drawing for Young 
Children ; containing one hundred and fifty 
Drawing Copies, and numerous exercises," pub- 
lished by J. H. Francis, Boston. 

It is hoped that after using the specimens 
here presented, teachers will be led to avail 
themselves of the extensive variety which is to 
be found in this valuable book. 
10 



OUTLINES. 





THE BLACK BOARD. 67 









68 



OUTLINES. 





THE BLACK BOARD. <5y 



K,.^^ 




l ^ 




70 



OUTLINES. 







I 



THE BLACK BOARD. 



71 





A SERIES OF 

JTJEJW SOOKS, 

roR 

PRIMARY SCHOOLS, 

PUBLISHED BY 

PERKINS & MARVIN, BOSTON. 



I. 

MY LITTLE PRIMER, going before " My First 

School-Book," to get mc ready for it. 

II. 

MY FIRST SCHOOL-BOOK, to teach me, with 

the help of my instructer, to read and spell words, and under- 
stand them. By a friend of mine. 

We think that nine-tenths of the labor and disgust of learning to road 
may be saved; and that, instead of frowns and tears, the usual harbingers 
of learning, cheerfulness and smiles may initiate willing pupils in the modt 
difficult of all human attainments. — Edgeworth. 

III. 

SPELLING AND THINKING COMBINED; or, 

the Spelling-Book made a medium of thought : the sequel 
to "My First School-Book." 

IV. 

THE BLACK-BOARD IN THE PRIMARY 

SCHOOL. A xManual for Teachers, to illustrate some 
valuable methods of interesting and instructing young 
children. 






Oo. 



x. 



o*"-. 






oV' 



LIBRARY OF CONGRESS 

019 840 115 8 









